Connections across Representations in Students' Group Discussions of a Non-Routine Problem [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).

Autor/in	Zahner, William
Titel	Connections across Representations in Students' Group Discussions of a Non-Routine Problem [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).
Quelle	(2012), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Skills; Group Discussion; Cooperative Learning; Problem Solving; Algebra; Generalization; Semiotics; Mathematics Activities; High School Students; Grade 9; Bilingual Students; Rural Schools; Abstract Reasoning; Spanish; English (Second Language); California + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Gruppendiskussion; Kooperatives Lernen; Problemlösen; Semiotik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Abstraktes Denken; Denken; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Kalifornien
Abstract	This research report examines how two groups of bilingual algebra students made connections among representations while solving a non-routine generalization problem. Using a socio-cultural orientation to mathematics learning, together with a semiotic lens on students' joint mathematical activity, this report details the type of connections among representations each group of students made as they solved the problem. Follow-up analysis shows that some connections afforded making more productive conclusions while other connections may have constrained the groups' solution processes. Finally, analysis of change across time reveals that the initial connections made by each group persisted across six weeks, despite intervening instruction that suggested other possible connections to solve the problem. The conclusion contains implications for researchers and practitioners. [For the complete proceedings, see ED584829.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01